Journal of School Health最新文献

{"title":"Improving Pain Literacy Among Future Educators: Contemporary Pain Neuroscience Education in Teacher Preparation.","authors":"Sue E Curfman, William J Best, Diana A Harrison, Gary P Austin, Darcie C Finch","doi":"10.1111/josh.70212","DOIUrl":"10.1111/josh.70212","url":null,"abstract":"<p><strong>Background: </strong>Persistent pain affects approximately one in five children and adolescents globally and is associated with school absenteeism, reduced academic engagement, psychosocial distress, and long-term health consequences. Schools are important settings for developing health beliefs and self-management behaviors, yet educators receive little formal preparation about pain.</p><p><strong>Contributions to practice: </strong>This Practitioner's Perspective describes integration of a brief contemporary pain neuroscience education (CPNE) module into an undergraduate teacher preparation course. Two interactive sessions delivered by a physical therapist introduced pain as a protective nervous system output influenced by biological, psychological, and social factors. Participants demonstrated improved pain knowledge and beliefs, increased confidence discussing pain-related concepts, and greater appreciation for the relevance of pain literacy to educational practice.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Pain literacy may improve educator responses to student pain, reduce stigma, support appropriate participation, and promote equitable school environments. Physical therapists may be well positioned to collaborate with teachers, school nurses, counselors, coaches, and other school-based professionals.</p><p><strong>Conclusions: </strong>Teacher preparation programs may represent an upstream opportunity to improve pain literacy, support student health and learning, and contribute to the prevention of persistent pain.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":"e70212"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13427623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148649676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived School Safety as an Underexplored Pathway Linking Psychosocial Distress and Truancy Among Filipino Adolescents.","authors":"Mary Grace M Ignacio, Pinky Larcelle L Gas-Ib","doi":"10.1111/josh.70208","DOIUrl":"10.1111/josh.70208","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":"e70208"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13416009/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physician-Generated Advocacy Letters for Individualized Education Programs.","authors":"Yonit Lax, Nickie Uwoghiren, Colin Matthews, Michael Silver","doi":"10.1111/josh.70206","DOIUrl":"10.1111/josh.70206","url":null,"abstract":"<p><strong>Background: </strong>Pediatricians can advocate for families seeking special educational services by writing a letter to schools and advocating for an individualized education program (IEP) evaluation or additional services.</p><p><strong>Contributions to practice: </strong>An electronic health record-based health-related social needs screening (HRSN) tool and referral model was implemented in 3 urban, hospital-based pediatric primary care sites. Caregivers of school-aged children who completed HRSN screening, reported unmet educational needs for their child, and received an IEP letter were surveyed. Of these caregivers, 73.7% presented the letter to the school, and 61.9% of those caregivers reported that the school initiated an evaluation or provided a new service.</p><p><strong>Implications for school health policy, practice, and equity: </strong>Families with educational concerns who gave letters to their child's school reported that the process led to school action, such as IEP evaluation or receipt of services. This supports screening for unmet educational needs, standardizing letter templates in the EHR for pediatric providers, and strengthening collaborations between pediatric providers and schools.</p><p><strong>Conclusions: </strong>Integrating the IEP letter template into the electronic health record allows for a timely social care intervention, providing families with a simple way to advocate for special education services.</p>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":"e70206"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13416415/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Readiness, Learning Challenges, and Lifestyle Changes Among Children During the COVID-19 Pandemic","authors":"Jean-Christophe Goulet-Pelletier,&nbsp;Ophélie A. Collet,&nbsp;Tianna Loose,&nbsp;Catherine Haeck,&nbsp;Simon Larose,&nbsp;Patrick Charland,&nbsp;Sylvana M. Côté","doi":"10.1111/josh.70204","DOIUrl":"10.1111/josh.70204","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The COVID-19 pandemic disrupted schooling worldwide. While there is evidence of declines in academic performance, the links between early vulnerabilities in school readiness, learning difficulties, and lifestyle changes during the pandemic and their impact on postcrisis academic achievement are not well understood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This longitudinal study followed 3871 children across three time points over 6 years (50.3% boys). In 2017, teachers assessed children's school readiness at kindergarten. In 2021, parents assessed the impact of COVID-19 on their child's learning difficulties and lifestyle changes. In 2022, teachers assessed children's academic achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Structural equation modeling showed that children with school readiness vulnerabilities experienced greater learning difficulties during the pandemic, but not significantly greater lifestyle disruptions. Learning difficulties partially mediated the association between school readiness vulnerabilities and lower postcrisis academic achievement. Analyses were adjusted for child sex, age, native language, and cumulative socioeconomic risk.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Support systems should monitor learning difficulties that emerge during periods of educational disruption and not rely solely on preexisting indicators of vulnerability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Learning difficulties during the pandemic emerged as a distinct predictor of later academic achievement, emphasizing the need for timely educational support during periods of disruption.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13423728/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association Between Youth Who Are Caregivers and Depression: The Mediating Role of Social Support","authors":"Kazue Ishitsuka,&nbsp;Mayumi Hangai,&nbsp;Naho Morisaki","doi":"10.1111/josh.70183","DOIUrl":"10.1111/josh.70183","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Youth who are caregivers (called young caregivers [YCs]) take more responsibility than is typically expected of their peers. We investigated the association between individuals' roles as YCs and depressive symptoms and school engagement, and whether social support mediated the YCs–depression relationship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We utilized data from a school questionnaire survey conducted in 2021 among 15,145 adolescents aged 10–15 years from 73 public schools in a municipality in Tokyo, Japan (response rate: 94%). Modified Poisson regression with robust variance was performed to investigate the association between YCs and depression or poor school engagement, adjusting for confounders. We also assessed the mediating effect of social support between being a YC and depressive symptoms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>YCs were significantly associated with an increased risk of depression (risk ratio 2.31; 95% confidence interval: 1.75, 3.07). The association between being a YC and depression was partly mediated by social support and interactions. Furthermore, being a YC was associated with an increased risk of poor school engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>These findings highlight the need for school health systems to identify and support often-invisible YCs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Being a YC was associated with depression. Social support may mediate this association.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening Culturally Responsive Psychosocial Supports and Flexible Learning Systems for Crisis-Responsive School Health","authors":"Pinky Larcelle L. Gas-ib,&nbsp;Jessie Grace M. Sannadan,&nbsp;Glycel Osia-Reyes","doi":"10.1111/josh.70205","DOIUrl":"10.1111/josh.70205","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148594281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scaling Mindfulness for Youth Well-Being: A District–Community Partnership Model","authors":"Susan J. Davis,&nbsp;Rana Bassaj,&nbsp;Liana Hall,&nbsp;Alison Wilson,&nbsp;Kathleen King,&nbsp;Mary Beth Ressler,&nbsp;Julia Mahfouz","doi":"10.1111/josh.70203","DOIUrl":"10.1111/josh.70203","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Youth in the United States face unprecedented levels of emotional distress, highlighting the need for comprehensive school-based approaches to well-being. Mindfulness-based programs (MBPs) are developmentally appropriate strategies for fostering resilience, yet large-scale implementation remains challenging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions to Practice</h3>\u0000 \u0000 <p>A long-term partnership between a public school district and a community behavioral health agency supported the expansion of mindfulness programming across elementary schools through a facilitator-supported delivery model and intensive instructor preparation. Implementation reached about 90% of elementary schools, demonstrating unusually broad district-level coverage, an underexplored aspect of MBP research. These collaborative efforts reduced the burden on educators while strengthening program consistency and sustainability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>This case highlights the role of collaborative policy alignment, integrated delivery structures, and culturally responsive implementation in expanding equitable access to preventive mental health supports.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This practitioner case demonstrates how relational trust, multi-sector collaboration, and adaptive implementation strategies can support district-scale integration of mindfulness programming within comprehensive school health systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148581114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing the Measles Epidemic: Evidence Informed Approaches Schools Can Use to Promote Childhood Vaccination","authors":"Brian N. Fink","doi":"10.1111/josh.70202","DOIUrl":"10.1111/josh.70202","url":null,"abstract":"","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scoping Review of Self-Esteem in the Context of US Adolescents With Depressive Symptoms and Overweight and/or Obesity Status","authors":"Elizabeth S. Coleman,&nbsp;David E. Vance,&nbsp;Becca Billings,&nbsp;Marti Rice","doi":"10.1111/josh.70200","DOIUrl":"10.1111/josh.70200","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There is a gap in knowledge regarding self-esteem in US adolescents in the context of depressive symptoms and overweight and/or obesity status. Self-esteem can potentially play a role in the relationship between obesity and depressive symptoms, which are both increasing in prevalence in US adolescents. The aim of this scoping review was to understand the extent of evidence in relation to self-esteem in this context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using the Arksey and O'Malley framework, a total of 717 articles were identified from seven databases, 593 unique studies were screened after duplicates, 86 full text articles were retrieved and assessed for eligibility, and 37 articles were included in the review. Two independent reviewers screened each article, and a third reviewer served as a tiebreaker.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Several factors were associated with self-esteem in this context, including family dynamics, puberty, teasing, sports participation, eating disorders, stressors, and body satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>School-based screening and interventions can be conducted by school nurses, counselors, physical educators, food services, mental health team members, and other school health professionals. These professionals can also help to create a supportive environment in which bullying is not tolerated, physical activity and sports participation are promoted, and healthy food is provided.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Future research is needed to better understand the link between self-esteem and depressive symptoms and weight status. When caring for children with obesity or overweight status and depressive symptoms, school health professionals should assess for low self-esteem, family dynamics, and cohesion.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148521474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching on the Frontlines: A Narrative Inquiry of Teachers' Experiences With School-Based Trauma","authors":"Jennifer L. Caruso,&nbsp;Sonali Rajan","doi":"10.1111/josh.70193","DOIUrl":"10.1111/josh.70193","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study is grounded in the Whole School, Whole Community, Whole Child (WSCC) model, which highlights the interconnectedness of student and staff well-being in promoting healthy, safe, and supportive school environments. It explores how school-based trauma influences teachers' well-being and professional identity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Utilizing a qualitative, narrative inquiry approach, four K-12 teachers in New York City Title I charter schools participated in three semi-structured interviews and one school-based observation. Data were analyzed thematically and represented through a narrative documentary script.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings are organized around four narrative threads: (1) trauma's impact on teacher well-being, (2) the emotional burden of unresolved student trauma, (3) post–COVID-19 disruption to school climate, and (4) purpose and teacher leadership as sources of resilience. Participants described trauma exposure as cumulative over time and influential in shaping their professional identities and leadership trajectories.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications for School Health Policy, Practice, and Equity</h3>\u0000 \u0000 <p>Trauma-informed professional learning, accessible mental health resources for staff, and opportunities for teacher leadership are essential in building and maintaining safe, equitable, and resilient schools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Centering teacher narratives reveals how direct and secondary trauma affect educators' health and capacity to sustain supportive learning environments for the students they serve.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50059,"journal":{"name":"Journal of School Health","volume":"96 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josh.70193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}